USBE Special Education Resources and Technical Assistance by Norma Mata

USBE Special Education Rules

2026-04-02 15:28:15 UTC

The USBE Special Education Rules are reflective of the Code of Federal Regulations. The Code of Federal Regulations and the USBE Special Education Rules are the primary sources of federal and state special education law in Utah.

Special Education Code of Federal Regulations (34 CFR 300 - Part B)

2026-04-02 15:31:56 UTC

The Code of Federal Regulations is the primary source of federal special education law in the United States.

Procedural Safeguards Summary

2026-04-02 15:35:12 UTC

The Procedural Safeguards Summary is a very brief overview of the Procedural Safeguards Notice. While useful as a summary, parents and adult students should still receive a complete copy of the Procedural Safeguards Notice as outlined in the USBE Special Education Rules and Code of Federal Regulations.

USBE Procedural Safeguards Notice

2026-04-02 15:39:31 UTC

The USBE Procedural Safeguards Notice is available in English, Spanish, Arabic, Farsi, French, Italian, Marshallese, Navajo, Portuguese, Romanian, Somali, Tongan, and Vietnamese. Procedural Safeguards cover many parental rights related to special education. These rights include the right to consent to evaluations, testing, and special education participation. Parents can request an independent education evaluation if they disagree with an evaluation done by the school. Parents can participate in meetings, access student records, and engage in special education dispute resolution. Parents also have the right to receive written notice of meetings and when changes are made to a student’s special education services. When parents disagree with the team or the school, they can work with a parent advocate, school administration, district administration, or call the USBE for technical assistance.

Utah Due Process Hearing Summaries

2026-04-02 15:44:49 UTC

This document contains a summary of recent due process hearing decisions in the State of Utah. There is a landing page on USBE's website where the complete decisions are available: https://www.schools.utah.gov/specialeducation/programs/rulespolicies

Utah's due process hearing decisions are binding law within the State of Utah unless overturned by a court of law.

USBE Specific Learning Disabilities (SLD) Eligibility Guidelines

2026-04-02 15:52:11 UTC

This USBE technical assistance document provides information on SLD eligibility and the three methods of determination.

USBE Dyslexia Handbook: Guidance for Effective Literacy Instruction for General Education and Special Education

2026-04-02 15:55:09 UTC

This document is a comprehensive guide on dyslexia and effective literacy instruction for students with reading challenges, aimed at educators, parents, and support staff in Utah.

USBE Medical History and Professional Licensing Requirements for Special Education Eligibility Guidelines

2026-04-02 15:57:25 UTC

Autism, multiple disabilities, orthopedic impairment, traumatic brain injury, and other health impairments require prior medical history from qualified health professionals. This technical assistance document outlines the licensing requirements and guidelines for healthcare professionals providing medical history information to support special education eligibility in Utah.

Office of Special Education Programs Guidance

2026-04-02 16:01:47 UTC

The United States Department of Education's Office of Special Education Programs (OSEP) offers occasional policy documents to provide information, guidance and clarification regarding implementation of the IDEA through Policy Support Documents and Policy Letters.

USBE's IEP Reflective Framework Manual

2026-04-02 16:06:26 UTC

This comprehensive technical assistance document outlines the Utah IEP Reflective Framework to ensure equitable, compliant, and student-centered development of individualized education programs for students with disabilities.

USBE's IEP Reflective Framework - Development Section

2026-04-02 16:09:34 UTC

This section of the IEP Reflective Framework focuses on IEP development.

USBE's IEP Reflective Framework - Accommodations and Modifications Section

2026-04-02 16:11:07 UTC

This section of the IEP Reflective Framework focuses on IEP accommodations and modifications.

USBE's IEP Reflective Framework - IEP Goals Section

2026-04-02 16:17:25 UTC

This section of the IEP Reflective Framework focuses on IEP goals.

USBE's IEP Reflective Framework - Preschool to Postsecondary Transition

2026-04-02 16:19:55 UTC

This section of the IEP Reflective Framework focuses on preschool and postsecondary transition.

USBE's IEP Reflective Framework - Present Levels of Academic Achievement and Functional Performance (PLAAFP)

2026-04-02 16:23:09 UTC

This section of the IEP Reflective Framework focuses on PLAAFPs.

USBE's IEP Reflective Framework - Special Factors

2026-04-02 16:24:57 UTC

This section of the IEP Reflective Framework focuses on special factors.

USBE's IEP Reflective Framework - Specially Designed Instruction and Service Time

2026-04-02 16:26:40 UTC

This section of the IEP Reflective Framework focuses on specially designed instruction and service time.

USBE's Fleet Personnel Service Delivery Model

2026-04-02 16:29:16 UTC

The fleet style personnel model is an innovative strategy designed to enhance inclusion for students with disabilities within the general education setting. This model ensures all students, regardless of their abilities, have the opportunity to learn alongside their peers. By providing high-quality, targeted instruction tailored to individual needs, the fleet style personnel model fosters an inclusive and supportive learning environment. The fleet style personnel model uses a team of educators, as defined in the Meaningful Inclusion for Students with Disabilities Implementation Guide, to deliver services outlined in students’ individualized education programs (IEPs). General education teachers are joined by a moving team of educators, creating a fleet team. All fleet team members can provide special education services in a general education setting, allowing educators to address unique student needs, promoting a supportive learning environment. The fleet-style personnel model does not categorize students based on IEP, 504, Individual Language Plan (ILP), or similar designations. Instead, students are grouped according to their specific needs related to the standard's core guide skills. All fleet team members contribute based on their expertise, ensuring every student gets the necessary support to succeed.

USBE's Flexible Grouping Service Delivery Model

2026-04-02 16:30:56 UTC

The flexible grouping model is an inclusive model designed to support inclusion for students with disabilities while receiving specially designed instruction (SDI) in a general education classroom. This document is intended for special and general educators, paraeducators and administrators who are interested in implementing this service delivery model within their local education agency (LEA). The goal of the flexible grouping is for educators to provide SDI to students with disabilities, to meet their individualized education program (IEP) goals, while remaining in the general education classroom. Flexible grouping is a data-driven teaching practice, where educators analyze data to group and regroup students while planning instruction aligned to meet student IEP goals. Flexible grouping is effective due to the intentional planning and collaboration between the general educator, special educator, and paraeducators to meet the individual needs of students with disabilities. Once the groupings are created, the educators provide SDI to the student(s) with disabilities that are specific to their needs and their IEP goals, allowing for service delivery time to be provided in the general education classroom.

USBE's Paraeducator Push-In Service Delivery Model

2026-04-02 16:32:17 UTC

The paraeducator push-in model is an inclusive service delivery method that offers flexibility within general education classrooms. This approach supports both general and special education teachers in their efforts to serve students with disabilities. This model positions paraeducators in the general education classroom. It enables general educators, special educators, or paraeducators to deliver special education services to students with disabilities, while other educators offer support or instruction to the remaining students. Under the direction of a licensed educator, paraeducators can provide tier one, tier two, and tier three instruction and, under the supervision of a special education teacher or related service provider, deliver specially designed instruction (SDI) to students with disabilities. Utilizing paraeducators effectively allows educators to ensure students with disabilities receive special education services while remaining in the general education classroom alongside their peers without disabilities and access gradelevel content from a content expert.

USBE's Meaningful Inclusion for Students with Disabilities Implementation Guide

2026-04-02 16:38:02 UTC

USBE Meaningful Inclusion for Students with Disabilities | 6

Portrait of Meaningful Inclusion for

Students with Disabilities

Utah’s Portrait of Meaningful Inclusion for Students with Disabilities (POMI) identifies the four critical elements of inclusion as defined in the Utah State Board of Education Special Education Rules (USBE). These elements are essential to an education system that has been intentionally designed to accept and promote the meaningful participation of

students with disabilities going through the K–12 system. Practiced together, these

elements create a sense of belonging in the school, community, and home while also cultivating the conditions for students with disabilities to develop the characteristics of Utah's Portrait of a Graduate.

USBE's Inclusive Strategies in the Classroom: Creating a Sense of Belonging

2026-04-02 16:42:16 UTC

This infographic contains some just-in-time pointers and tips for creating a sense of belonging for students with disabilities.

USBE's Inclusive Strategies in the Classroom: Finding Student Strengths

2026-04-02 16:44:24 UTC

This infographic contains some just-in-time pointers and tips for finding student strengths.

USBE's Inclusive Strategies in the Classroom: Inclusive Practices for Students at Recess

2026-04-02 16:46:33 UTC

This infographic contains some just-in-time pointers and tips for inclusive practices for students at recess.

USBE's Inclusive Strategies in the Classroom: Inclusive Practices During Assemblies

2026-04-02 16:48:09 UTC

This infographic contains some just-in-time pointers and tips for inclusive practices for students at recess.

USBE's Inclusive Strategies in the Classroom: Inclusive Practices for Lunchtime

2026-04-02 16:49:32 UTC

This infographic contains some just-in-time pointers and tips for inclusive practices for students during lunchtime.

USBE's Inclusive Strategies in the Classroom: Inclusive Practices in the Hallway

2026-04-02 16:52:05 UTC

This infographic contains some just-in-time pointers and tips for inclusive practices for students in the hallway.

USBE's Inclusive Strategies in the Classroom: Inclusive Practices During Extracurricular Activities and Field Trips

2026-04-02 16:55:05 UTC

This infographic contains some just-in-time pointers and tips for inclusive practices for students during extracurricular activities and field trips.

USBE Special Education Newsletter

2026-04-02 17:00:37 UTC

Register for a subscription to the USBE Special Education e-Newsletter. Each month the e-newsletter will provide subscribers with articles and professional learning opportunities aimed at improving outcomes for students with disabilities. The monthly articles will focus on literacy, numeracy, behavior supports, transition, preschool, Multi-Tiered System of Supports (MTSS), parent engagement, meaningful inclusion, and compliance. Educators, administrators, paraeducators, and parents will all benefit from this information. Please feel free to share this subscription link with your colleagues and friends.

UEN Listserv List

2026-04-02 17:01:49 UTC

A list of various listservs to support Utah educators

Postsecondary Transition for Students with Disabilities Padlet

2026-04-02 17:04:04 UTC

The USBE's Postsecondary Transition for Students with Disabilities Padlet contains a wealth of quality technical assistance to support postsecondary transition planning for students with disabilities.

USBE's Portrait of a Graduate Competencies

2026-04-02 17:11:03 UTC

This technical assistance document provides competencies across areas and grades for Utah graduates.

USBE's Least Restrictive Behavioral Interventions (LRBI) Technical Assistance Manual

2026-04-02 17:15:04 UTC

This edition of the LRBI Technical Assistance Manual is a comprehensive resource for best practice and technical assistance to improve student learning outcomes. Family and school teams can address student needs by engaging in strengths focused problem-solving, teaching and reinforcing clear behavioral expectations, providing high-quality behavior support, and facilitating better outcomes for all.

USBE Technical Assistance Presentation on Discipline under the IDEA and USBE Special Education Rules

2026-04-02 17:36:26 UTC

This slide deck offers technical assistance in several key areas of special education discipline, including:

•Manifestation Determination Review

•Services During Removal

•Interim Alternative Education Settings

•Protections for Students Not Yet Determined Eligible under IDEA

Utah Admin. Rule R277-608. Prohibition on Corporal Punishment in Utah's Public Schools

2026-04-02 17:38:58 UTC

R277-608 governs how Utah public schools handle student discipline involving physical intervention. It does two main things:

Prohibits corporal punishment
Regulates Emergency Safety Interventions (ESIs) like restraint or seclusion

Its purpose is to ensure student safety while limiting harmful or unnecessary force.

Utah Admin. Rule R277-609. Standards for LEA Discipline Policy

2026-04-02 17:41:14 UTC

R277-609 sets requirements for how school districts (LEAs) must design and implement student discipline policies.

Its focus is to:

Promote safe, positive learning environments
Require evidence-based and equitable discipline practices
Emphasize prevention and restorative approaches, not just punishment

USBE's Adapted Physical Education Best Practices Guidebook

2026-04-02 17:56:28 UTC

This technical assistance document is a best practices guide for local education agencies (LEAs) to:

Design, evaluate, and improve Adapted Physical Education (APE) programs
Ensure students with disabilities receive appropriate physical education services
Clarify roles, responsibilities, and legal requirements

USBE's Coordination of Services for Students with Disabilities Seeking Adult Education Services Technical Assistance Document

2026-04-02 17:58:24 UTC

This document explains how schools must coordinate special education services for students with disabilities who enroll in adult education programs.

Its goal is to help school teams (IEP teams, counselors, administrators) as well as families and students to navigate decisions and ensure students still receive appropriate services

USBE's Individualized Education Program (IEP) Team Membership Technical Assistance Document

2026-04-02 18:00:01 UTC

This document explains who must be on an IEP team and what each member is responsible for under the IDEA (federal law) and Utah's Special Education Rules.

Its purpose is to ensure IEP decisions are made by a qualified, collaborative team focused on the student’s needs

USBE's Service Animals in Schools: Legal Requirements and Technical Assistance Document

2026-04-02 18:01:33 UTC

This technical assistance document explains legal requirements and best practices for allowing service animals in Utah public schools.

It is based on:

ADA (Title II)
Section 504
IDEA
Utah state law

Its purpose is to ensure schools comply with disability laws while supporting student access and safety.

USBE's Special Education Services and Service Time

2026-04-02 18:35:14 UTC

This document explains how schools should determine, record, and understand “service time” in a student’s IEP.

Its main purpose is to clarify:

What service time actually means
How it relates to placement and environment
How it should be documented and used for decisions

USBE's Student Toilet Training Requirements and Considerations for Disabilities Technical Assistance Document

2026-04-02 18:38:20 UTC

This document explains how schools must handle toilet training requirements alongside special education laws.

It balances:

Utah law requiring students to be toilet trained for enrollment
Federal obligations under IDEA and Section 504 to provide services and access

👉 Core idea: Schools must follow both enrollment rules and disability rights

USBE's Extended School Year Services Technical Assistance Document

2026-04-02 18:40:08 UTC

This document explains how IEP teams determine whether a student with a disability needs Extended School Year (ESY) services.

ESY = special education and related services provided beyond the normal school year
Purpose = ensure the student continues to receive a Free Appropriate Public Education (FAPE)

USBE Paraeducator Manual Technical Assistance Document

2026-04-03 15:29:29 UTC

Purpose of the Manual

Defines the roles, responsibilities, and expectations of paraeducators and their supervising teachers.
Serves as a training and reference guide to ensure paraeducators effectively support student learning

USBE SES Resource Library for Special Education Program Improvement

2026-04-06 15:38:58 UTC

This padlet may contain duplicate resources. However, it contains many additional resources that you may find useful!